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Copyright Angela Meyer Sterzik 2010. This work is the intellectual property of the author. Permission is granted for this material to be shared for non-commercial, educational purposes, provided that this copyright statement appears on the reproduced materials and notice is given that the copying is by permission of the author. To disseminate otherwise or to republish requires written permission from the author.

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What is Communicative Competence? Being able to participate in a wide variety of communicative situations in a wide variety of topics (Canale & Swain, 1980). Four Communicative Competencies: Grammatical Sociolinguistic Discourse Strategic* * The knowledge of and ability to use verbal and non- verbal strategies to communicate when there is a breakdown in comprehension* (Canale & Swain, 1980).

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I believe communication strategies can be interactional AND/OR psycholinguistic. Therefore, a definition must include BOTH perspectives. Additionally, I believe one can employ a strategy in any media, in any language (Example – email Grammy & Grampy). Linguistic Strategy: The linguistic reaction to a perceived problem in conveying and/or receiving a message (Meyer Sterzik, 2008, p. 56)

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Productive Communication Strategy: “a linguistic reaction in order to covey a message after a problem is perceived in a prior attempt to convey the message” (Meyer Sterzik, 2008, p. 57). Receptive Communication Strategy: “a linguistic reaction in order to receive a message after a perceived problem in a prior attempt to receive the message” (ibid). This workshop focuses on Productive Communication Strategies (PCSs)

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Direct Strategy Instruction: 1. What it is 2. Why it is important 3. How to use it 4. When and where to apply it 5. How to evaluate it (Allen, 2003; Carrell et al., 1998; Heeney, 2005; Shih, 1992; Yang, 2002, 2006; Zhang, 2007) What are PCSs? When do I use them? How do I use them? TEACH vocab (‘surrounding’) PRACTICE in safe situations! Assessment MODEL in the classroom

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After you have Explained and Modelled PCSs, GAMES are safe, fun, and appropriate practice. Scaffold more at the lower levels – focus on one aspect/skill; only known vocabulary; give a context Gradually reduce scaffolding as proficiency increases – allow strategy choice and use more difficult vocabulary (set linguistic limitations as well)

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Game 1: Hedbanz Game 2: Picasso Game 3: TABOO Game 4: Artists’ Guild Game 5: Guesstures Game 6: Luck of the Draw (5-10 minutes per game) At your tables, there are packages to use for the games. Instructions are in your hand out packages. These are not prescriptive: you can easily modify: vocabulary choices, context explained, and/or linguistic limitations set.